Editing Vocational education (section)

=== Hybridisation ===
Because of TVET's isolation with other education streams it was not widely adopted, in particularly in secondary education. Steps were taken to reduce segmentation of education and training and to address institutional barriers that restricted TVET learners′ options including choices to move vertically to higher levels of learning, or horizontally to other streams.

Policy-makers have introduced forms of hybridization with other education systems, additionally some of the distinctions between TVET and ′academic′ education streams have been blurred.<ref>Maclean, R. and Pavlova, M. 2011. Vocationalisation of secondary and higher education: pathways to the world of work. UNESCO-UNEVOC, ''Revisiting Global Trends in TVET: Reflections on Theory and Practice''. Bonn, Germany, UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, pp. 40–85.</ref> This hybridisation has been termed the ′vocationalization of secondary education′, a similar process has happened to a lesser extent in tertiary education.<ref name=":1">{{cite book|url=http://unesdoc.unesco.org/images/0023/002330/233030e.pdf|title=Unleashing the Potential: Transforming Technical and Vocational Education and Training|last1=Marope|first1=P.T.M.|last2=Chakroun|first2=B.|last3=Holmes|first3=K.P.|publisher=UNESCO|year=2015|isbn=978-92-3-100091-1|pages=9–10, 41, 43, 47–48, 56–58, 63, 80, 95, 98–103}}</ref>